Gilyard, Keith. “Literacy, Identity, Imagination, Flight.” CCC 52.2 (2000): 260-272.
This article examines issues of literacy and identity relative to the development of a critical pedagogy and a critical democracy. An earlier version was delivered as the Chair’s Address at the Fifty-first Annual CCCC Convention on April 13, 2000.
ccc52.2 ChairsAddress MLKing Literacy Identity Imagination CriticalPedagogy Democracy Discourse Color Race
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Marshall, Ian and Wendy Ryden. “Interrogating the Monologue: Making Whiteness Visible.” CCC 52.2 (2000): 240-259.
The authors attempt to confront the construction of “whiteness” as a silent but potent epistemology that pervades writing instruction and contributes to racism within academic institutions. Pedagogical practices as well as university policies are discussed, focusing particularly on the subject positions of “black” and “white” for both students and instructors.
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Writing instructors often identify clichï¿½s as the weakest spots in student writing, but looking at students’ uses of clichï¿½ in context can teach us about their struggles to fashion new knowledge from what they already believe to be true. Most importantly, writing instructors who examine their responses to clichï¿½ (or any other “undesirable” aspect of student writing) can learn about the ways in which their pedagogical practices can deafen them to what students are trying to say.
ccc52.2 Students Cliche Writing Culture Essays Identity Pedagogy Response ContactZone Ideas Teachers
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Composition has neglected the circulation of writing by figuring classroom life as a middle-class family drama. Cultural studies approaches to teaching writing have sought, with mixed success, to transcend this domestic space. I draw on Marx’s Grundrisse for a conceptual model of how circulation materializes contradictory social relations and how the contradictions between exchange value and use value might be taken up in writing classrooms to expand public forums and popular participation in civic life.
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